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www.office.com/setup Blogs: Today, we are pleased to announce the availability of Microsoft Forms for our Office 365 Education customers. Forms is the result of direct feedback from educators that they want to have a quizzing function with Office 365 Education. Educators told us they need an easy way to assess student progress on an ongoing basis. They also told us they want an assessment solution that will save them time, help differentiate instruction for all students and provide quiz takers with real-time personalized feedback. We designed Forms to be super easy so that anyone could confidently create a form and easily see results as they come in. Forms lets anyone with an Office 365 Education account create and/or respond to quizzes. What makes Forms unique and so valuable for educators is the automatic grading and in-quiz feedback functionality. Automatic grading does exactly what the name implies and greatly reduces the time spent grading. In-quiz feedback is a feature that lets quiz authors personalize messages depending how a student answers a question. For example, if a student answers a question incorrectly they may get a message, such as: "The answer is incorrect. I suggest you review chapter four as this will be on the final." HOW FORMS WORKS When an instructor wants to assess how well the students understand a given topic, they can quickly author a quiz directly from their desktop or mobile web browser. The instructor simply determines the questions they would like to ask and then chooses an answer type, such as multiple choice, text or a rating. The Forms authors can then send a link or QR code to quiz takers or embed the quiz into a web page, blog or Learning Management System (LMS), and recipients can complete the quiz on phones, tablets or PCs. And with the real-time feedback in Forms, the instructor can very quickly see where the class may need additional instruction or could advance more rapidly. Forms responses can also be exported to Mi

A since deceased, highly-regarded fellow faculty member, Anthony (Tony) Athos, occasionally sat on a bench on a nice day at the Harvard Business School, apparently staring off into space. When asked what he was doing, ever the iconoclast, he would say, "Nothing." His colleagues, trained to admire and teach action, would walk away shaking their heads and asking each other, "Is he alright?" It is perhaps no coincidence that Tony often came up with some of the most profound insights at faculty meetings and informal gatherings. This story captures much of the sense of the responses to this month's question about why managers don't think deeply. The list of causes was much longer than the list of proposed responses. But in the process, some other questions were posed. Ben Kirk kicked off the list of reasons for the phenomenon when he commented, "… what rises to the top levels are very productive and very diligent individuals who tend not to … reflect and are extremely efficient at deploying other people's ideas," implying that this type of leader is not likely to understand, encourage, or recognize deep thinking in others. Adnan Younis added the possibility that "… managers are not trained for it." Dianne Jacobs cited the possibility that persisting assumptions borne out of success serve as "roadblocks to act on needed change" (proposed by those who engage in deep thinking?). Ulysses U. Pardey, whose comment triggered my recollection of Tony Athos, wrote that "Time-for-thinking is a special moment which can be resource consuming and an unsafe activity …" (Fortunately, Athos held a tenured position in an academic organization.) A number of comments alluded to the triumph of bureaucracies and large organizations over deep thinking. As Lorre Zuppan said, "I think Jeff Immelt's efforts to protect deep thinking reflect a nice sentiment but … If his team could carry the ball, would he need to announce that he's protecting it?" Tom Henkel was more succinct: "Ther

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